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ERIC Number: EJ1440169
Record Type: Journal
Publication Date: 2024-Oct
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-161X
EISSN: EISSN-1552-3519
Integrating Instructional Leadership with Social Justice Leadership: Insights from Israel's Principals
Haim Shaked
Educational Administration Quarterly, v60 n4 p452-492 2024
Purpose: This study explores how school principals can effectively integrate instructional leadership with social justice leadership, recognizing their dual roles in promoting academic excellence and fostering a socially just school environment. Research Methods: Participants in this qualitative study were 32 principals from elementary schools in Israel. Data collection involved one-on-one interviews and focus groups. Data analysis followed a comprehensive four-stage process, including sorting, coding, categorizing, and theorizing. Findings: The study identified four interrelated perspectives on the relationship between instructional leadership and social justice leadership: (1) instructional leadership and social justice leadership have divergent foci; (2) instructional leadership inherently contributes to social justice; (3) social justice leadership defines the teaching approach required by instructional leadership; and (4) social justice leadership shapes the purpose of instructional leadership. Implications: This study suggests that to encompass the entire range of integration between instructional leadership and social justice leadership, principals must consider two aspects: the influence of social justice leadership on instructional leadership goals and its impact on instructional leadership practices.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A